Back English Teaching for Refugee Youth

Job title: Teacher of English (Intern)

Reports to: Coordinator of the Intensive Course in Spanish Language and Academic Re-Integration (CIAERA)

Number of people reporting to the postholder: 0

General mission: To teach English classes to beneficiaries of Habesha Americas in order to help them pass their TOEFL exams and graduate successfully.

Post specifics: Full-time position, preferably for at least 6 months. In Aguascalientes, Mexico. The intern will be offered accommodation at the DIMA facilities.

Required work experience:

• Minimum 1 year of paid or voluntary work experience teaching foreign languages to adults or young adults, preferably English.

Required education:

• Preferably, the intern will have EFL qualifications such as the CELTA. In the absence of such certificates, he or she must have completed a degree in teaching foreign languages, preferably English.

Required languages:

• Excellent command of English proven by a relevant certification. (For example the CAE or, preferably, CPE or IELTS 7.5 or, preferably, 8.)

• Preferably, command of Spanish proven by a relevant certification. (For example the DELE or an undergraduate degree.)

Required computer skills:

• Excellent command of Microsoft Office Suite and Google Drive tools.

• Preferably, excellent command of other online resourcesfor foreign language teaching, such as Quizlet, Kahoot and Lyricstraining.

Key responsibilities:

1. Teach classes of English as a foreign language to groups of students in order to prepare them to take TOEFL exams.

2. Perform level tests to organize the students into groups according to their level of language proficiency.

3. Write a schedule of classes according to the groups that are identified.

   📚 𝗗𝗶𝘀𝗰𝗼𝘃𝗲𝗿 𝗛𝗼𝘄 𝘁𝗼 𝗚𝗲𝘁 𝗮 𝗝𝗼𝗯 𝗶𝗻 𝘁𝗵𝗲 𝗨𝗡 𝗶𝗻 𝟮𝟬𝟮𝟯! 🌍🤝 𝗥𝗲𝗮𝗱 𝗼𝘂𝗿 𝗡𝗘𝗪 𝗥𝗲𝗰𝗿𝘂𝗶𝘁𝗺𝗲𝗻𝘁 𝗚𝘂𝗶𝗱𝗲 𝘁𝗼 𝘁𝗵𝗲 𝗨𝗡 𝟮𝟬𝟮𝟯 𝘄𝗶𝘁𝗵 𝘁𝗲𝘀𝘁 𝘀𝗮𝗺𝗽𝗹𝗲𝘀 𝗳𝗼𝗿 𝗨𝗡𝗛𝗖𝗥, 𝗪𝗙𝗣, 𝗨𝗡𝗜𝗖𝗘𝗙, 𝗨𝗡𝗗𝗦𝗦, 𝗨𝗡𝗙𝗣𝗔, 𝗜𝗢𝗠 𝗮𝗻𝗱 𝗼𝘁𝗵𝗲𝗿𝘀! 🌐

   ⚠️ 𝐂𝐡𝐚𝐧𝐠𝐞 𝐘𝐨𝐮𝐫 𝐋𝐢𝐟𝐞 𝐍𝐨𝐰: 𝐏𝐨𝐰𝐞𝐫𝐟𝐮𝐥 𝐓𝐞𝐜𝐡𝐧𝐢𝐪𝐮𝐞𝐬 𝐡𝐨𝐰 𝐭𝐨 𝐠𝐞𝐭 𝐚 𝐣𝐨𝐛 𝐢𝐧 𝐭𝐡𝐞 𝐔𝐧𝐢𝐭𝐞𝐝 𝐍𝐚𝐭𝐢𝐨𝐧𝐬 𝐍𝐎𝐖!

4. Manage a Google Drive folder that contains resources students can use both at home and in class, and train students to use it. The CIAERA Coordinator already has many resources, so it’ll be a matter of organizing them and presenting them to the students.

5. Report students’ attendance as well as their willingness to learn and attitude towards classes to the CIAERA Coordinator in a document prepared for this purpose.

6. Make suggestions for the systematization of the Habesha Project English classes program in formal and informal meetings with the CIAERA Coordinator and other members of the team.

Key performance indicators:

• Students who have not had problems with their willingness to learn are successful in their TOEFL tests.

• Students’ levels of English proficiency have been identified, and students have been divided into groups according to those levels

• There is a folder of resources on Habesha Project’s Google Drive that’s easy to use, and that students take advantage of.

• There is a record of students' attendance of classes and willingness to learn.

• The CIAERA Coordinator has a vision of how the Habesha Project English classes program can be systematized.

Performance evaluations:

• Trimestral evaluations of success in meeting the stated objectives.

Required skills:

• Effective communicator.

• Ability to listen.

• Presentable appearance.

• Proactive.

• Sensitivity to other cultures